Accessibility

This training guide is designed to help an organization’s staff and volunteers find the best way to serve customers with disabilities. The term customer is defined broadly as someone who calls to inquire, walks in the door, or who deals with the organization on any given day.

The guide begins with a definition of disability as described in both human rights and workplace legislation.

This document describes a project designed to address the diversity issues in web-based teaching and learning.

This is the first of two webinars hosted by Community Literacy of Ontario (CLO) to help practitioners prepare for the implementation of the Ontario Adult Literacy Curriculum Framework (OALCF), beginning in April 2012. The presenter is Robyn Cook-Ritchie, a Literacy and Basic Skills (LBS) program manager and adult literacy consultant.

The authors of this fact sheet explain that the term “learning disabilities” refers to a number of disorders that can affect the acquisition, organization, understanding, or use of verbal or nonverbal information.

In this fact sheet, the authors examine the impact of learning disabilities, which affect more than 10 percent of Canadians.

Learning disabilities affect an individual’s ability to acquire, process, and interpret information, but they do not reflect a lack of intelligence. With the right learning strategies and supports, the challenges of learning disabilities can be overcome.

The author of this report notes that technology has become an integral part of both the learning experience and everyday life. Therefore, there is a greater need than ever before to integrate technology into the literacy profession in Canada.

This document outlines a community-based research project developed by the students in a senior-level sociology course at Mount Allison University, in partnership with the Tantramar Family Resource Centre in Sackville, New Brunswick. The project examined the ways in which families experience and define literacy; how they interact with literacy resources; and how community literacy services might better suit their needs.

This document offers an account of the Adult Learning Knowledge Centre’s (AdLKC’s) fourth and final annual symposium, held in Montreal, Quebec, in June 2009.

The authors of this report say their research shows that Canadians with disabilities have access to only a very small supply of financial literacy resources.

This is a brief written in 2001 that extracts demographic data sets regarding literacy rates, attitudes and situational factors among youth learners in with the Listen to Learn Youth Literacy Project in Timmins, Ontario. The survey examines a small number of youths ranging in age from 15-26 and from varying backgrounds.